National Education Goal One, "All children in America will start school ready to learn," seems simple, but being ready for school requires meeting certain needs related to physical, social, emotional, cognitive, and language development. Families, schools, and communities each have responsibilities in these areas. Families in "ready" homes provide opportunities for children to interact with people, places, and objects; know how to handle stress; have access to high-quality child and health care; and know whom to call for information and help. "Ready" schools allow space for children to work alone or in groups and to move about; do not require children to sit still for long periods of time, participate in countless skill drills, or spend their time filling out workbook pages; allow children to explore the classroom; and provide opportunities for play. The "ready" school is also equipped to cope with differences among young children, expects all children to learn, and is open to community members. In "ready" communities, families and community groups collaborate with the school and agencies that serve families and children. Everyone agrees on a long-term vision for young children. Rural areas have trouble meeting these expectations because of factors arising from geographic isolation and limited resources. Increasing rural families' access to health care and affordable, high-quality child care are the two major challenges for rural areas. Six suggestions for helping rural children succeed are: support high-quality and developmentally appropriate programs, assess children appropriately, link community resources, encourage joint staff development, offer parent training and support, and improve access to quality health care. (Contains 43 references.) (TD)